© 2014, Florida Department of Education. All Rights Reserved. Dyslexia Overview Presented by Heather Willis-Doxsee, ESE Reading Specialist

© 2014, Florida Department of Education. All Rights Reserved. Dyslexia Definition adopted by the International Dyslexia Association: “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

© 2014, Florida Department of Education. All Rights Reserved. Dyslexia and the IDEA 34 CFR 300.8(c)(10) Dyslexia is included in the definition of a specific learning disability under IDEA: (10) (10) Specific learning disability. (i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia.

© 2014, Florida Department of Education. All Rights Reserved. Information about Dyslexia and the Brain Information shared by Dr. Nadine Gaab, Associate Professor of Pediatrics at Harvard Medical School: Individuals with dyslexia have less gray matter, meaning less processing capacity. Individuals with dyslexia have less activation/functioning in areas of the brain during reading activities. Functional characteristics of developmental dyslexia in left- hemispheric posterior brain regions PREDATE reading onset. Dr. Gaab reinforces the practice of using a customizable approach to remediation based on a student’s strengths and weaknesses—there is not one program that will meet the needs of all students with dyslexia.

© 2014, Florida Department of Education. All Rights Reserved. Dyslexia: What does it look like? Information taken from the IDA Fact sheet: Understanding Dysgraphia ( The most common symptoms associated with dyslexia include weaknesses in: word reading word decoding oral reading fluency spelling In addition, students with dyslexia may have weaknesses in: conventions in writing (orthography) phonological coding (phonemic awareness) rapid automatic naming attention

© 2014, Florida Department of Education. All Rights Reserved. Dyslexia: What does it look like? Additional characteristics of students with dyslexia may include: doesn’t read for pleasure takes excessive time to complete assignments difficulties in remembering procedures or formulas difficulty mastering math facts difficulty with multi-step directions

© 2014, Florida Department of Education. All Rights Reserved. Dyslexia: What does it look like? Another common characteristic of students with dyslexia is weaknesses in short-term memory (but often times exhibit strengths in long-term memory).

© 2014, Florida Department of Education. All Rights Reserved. Timeline of Typical Reading Development InfancyPre-K-KindergartenK-1ElementaryAdolescence

© 2014, Florida Department of Education. All Rights Reserved. The Dyslexia Paradox InfancyPre-K-KindergartenK-1ElementaryAdolescence

© 2014, Florida Department of Education. All Rights Reserved. Best Practices

© 2014, Florida Department of Education. All Rights Reserved. Structured Literacy —the new term on the block. Structured Literacy prepares students to decode words in an explicit and systematic way. Structured Literacy includes instruction in: Phonology Sound-Symbol Association Syllable Instruction Morphology Syntax Semantics Information taken from the Effective Reading Instruction for Students with Dyslexia fact sheet.

© 2014, Florida Department of Education. All Rights Reserved. Best Practices for Working with Older Students with Dyslexia The Center on Instruction recommends that teaching word study to older students should include instruction on: breaking words into syllable types; when and how to read multisyllabic words by blending parts together; recognizing irregular words that do not follow predictable patterns; the meanings of common prefixes, suffixes, inflectional endings and roots; Instruction should include ways in which words relate to each other (for example, trans: transfer, translate, transform, translation). how to break words into word parts and to combine word parts to create words based on their roots, bases, or other features; and how and when to use structural analysis to decode unknown words. Information taken from

© 2014, Florida Department of Education. All Rights Reserved. Additional Best Practices: Students with dyslexia need to be taught spelling rules! Multi-Sensory strategies. Universally designed learning. Differentiation.

© 2014, Florida Department of Education. All Rights Reserved. Accommodations & Strategies Classroom & Assignments peer note taker or provide students with a copy of lecture notes or important information allow sufficient time to read & comprehend material software with text-to-speech & speech-to-text options break up a large assignment into smaller parts provide study guides audio books Exams extended time alternate testing site with reduced distractions oral exam use of calculator allow student to dictate answers to essay and short answer questions Organization & Planning multi-modal methods to present material create visual graphic organizers and/or timelines to help organize information use illustrations with informational text schedules, rules, and assignments written on board work with student to set achievable goals

© 2014, Florida Department of Education. All Rights Reserved. Accommodations & Strategies Reading use marker or highlighting tape to highlight important textbook sections assign peer reading buddies review vocabulary prior to reading do not require the student to read aloud use text summaries to reduce the amount of content in a text so students can focus on core ideas Use of graphic organizers Writing extended time allow use of a keyboard when appropriate focus on content vs. spelling and handwriting student held accountable for spelling words that have been mastered only use of graphic organizers speech-to-text software Math allow use of a calculator use visuals and concrete examples use grid paper to help correctly line of math problems present information and problems into small increments read story problems aloud

© 2014, Florida Department of Education. All Rights Reserved. Dyslexia & Student Strengths

© 2014, Florida Department of Education. All Rights Reserved. Dyslexia & Student Strengths